For a more reflexive and humanistic scientific education: the contribution of Sandra Harding’s critical view of science

Abstract

This text aims to present a synthesis of the main ideas of Sandra Harding’s critical feminist epistemology of science, with the aim of integrating these ideas into science education for the development of more reflective, humanistic citizens resistant to any form of discrimination. Some contemporary epistemological views are brought into dialogue, with the goal of inspiring students and teachers in basic education to rethink stereotypical conceptions of science that still persist today. Given the complexity and theoretical scope of Harding’s analysis, we focus on one of her main works and some articles. We hope that the concepts and layers discussed here can stimulate debates about feminist thought and encourage some teachers to discuss aspects of epistemology and the history of science in their science classes, bringing different perspectives to the process of scientific evolution.